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Significant Learning Experience Defined by Student Perceptions: A Four-Year Examination

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Title: Significant Learning Experience Defined by Student Perceptions: A Four-Year Examination
Language: English
Authors: Dakota C. Horn, Chris Marsh, Jenny Gruening Burge
Source: Journal of the Scholarship of Teaching and Learning. 2025 25(1):1-13.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Learning Experience, Student Attitudes, Self Concept, Interpersonal Relationship, Diversity, College Freshmen, Learner Engagement, College Seniors, Student Surveys, National Surveys
Assessment and Survey Identifiers: National Survey of Student Engagement
ISSN: 1527-9316
Abstract: This qualitative study is an attempt to collect data describing college students' descriptions of significant learning experiences during college. The data collected comes from two separate samples across four years. Through open-ended comments provided at the end of the National Survey of Student Engagement and thematic analysis, interesting information emerged about how students define significant learning experiences. Students defined learning experiences in two environments, inside the classroom, and outside the classroom. They also expanded on the notion of significant learning coming in the form of self-discovery and relationships formed during the experiences in college. Four years later, similar themes emerged such as real-world application, community, support, learning about self, and diversity. These findings suggest significant learning is similar across time and is centralized around a few particular elements.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469238
Database: ERIC
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  Data: Significant Learning Experience Defined by Student Perceptions: A Four-Year Examination
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  Data: <searchLink fieldCode="AR" term="%22Dakota+C%2E+Horn%22">Dakota C. Horn</searchLink><br /><searchLink fieldCode="AR" term="%22Chris+Marsh%22">Chris Marsh</searchLink><br /><searchLink fieldCode="AR" term="%22Jenny+Gruening+Burge%22">Jenny Gruening Burge</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+Scholarship+of+Teaching+and+Learning%22"><i>Journal of the Scholarship of Teaching and Learning</i></searchLink>. 2025 25(1):1-13.
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  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
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  Data: This qualitative study is an attempt to collect data describing college students' descriptions of significant learning experiences during college. The data collected comes from two separate samples across four years. Through open-ended comments provided at the end of the National Survey of Student Engagement and thematic analysis, interesting information emerged about how students define significant learning experiences. Students defined learning experiences in two environments, inside the classroom, and outside the classroom. They also expanded on the notion of significant learning coming in the form of self-discovery and relationships formed during the experiences in college. Four years later, similar themes emerged such as real-world application, community, support, learning about self, and diversity. These findings suggest significant learning is similar across time and is centralized around a few particular elements.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 13
        StartPage: 1
    Subjects:
      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Diversity
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: College Seniors
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: National Surveys
        Type: general
      – SubjectFull: National Survey of Student Engagement
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      – TitleFull: Significant Learning Experience Defined by Student Perceptions: A Four-Year Examination
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            NameFull: Chris Marsh
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            NameFull: Jenny Gruening Burge
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              Type: published
              Y: 2025
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